Perceptions of Multiple Identities Among Black College Students

Stewart, Dafina–Lazarus

doi:10.1353/csd.0.0075

Cited by 65 publications

(42 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, qualitative studies of African American students on predominantly White campuses have found that spirituality is a lens used to interpret and make sense of their identities (Stewart, 2009) and is perceived as important in overcoming life's challenges (Constantine and others, 2006). Walker and Dixon' s (2002) correlational study found a signifi cant relationship between academic success and reliance on a higher power among African American students.…”

Section: Pathways To Thriving: One Size Does Not Fit Allmentioning

confidence: 99%

Thriving in College

Schreiner

2013

New Drctns for Student Srvcs

View full text Add to dashboard Cite

Grades and grads. These two words sum up the typical approach that most institutions of higher education have taken to defi ne student success. Academic performance and graduation rates are easily measured and can be quantified for comparison purposes so that institutions-and entire nations-can gather a snapshot of their own "effectiveness." Yet most faculty and professional staff are keenly aware that this narrow focus misses an important element of the college student experience: whether students are vitally engaged in learning and making the most of their college education.A more holistic view of student success is represented in the concept of thriving in college. Thriving is defi ned as being "fully engaged intellectually, socially, and emotionally in the college experience" (Schreiner, 2010a, p. 4). This view of student success looks beyond academic performance and graduation. Thriving students are engaged in the learning process, invest effort to reach important educational goals, manage their time and commitments effectively, connect in healthy ways to other people, are optimistic about their future and positive about their present choices, and are committed to making a meaningful difference in the world around them (Schreiner, 2010a). Thriving as an Integrative View of Student SuccessRepresenting an intersection of the principles of positive psychology and the goals of higher education, the concept of thriving was derived from research on fl ourishing (Keyes, 2003;Keyes and Haidt, 2003;Seligman, 2011) and the psychosocial factors most predictive of college student retention (Bean and Eaton, 2000;Berger and Milem, 1999

show abstract

Section: Pathways To Thriving: One Size Does Not Fit Allmentioning

confidence: 99%

Thriving in College

Schreiner

2013

New Drctns for Student Srvcs

View full text Add to dashboard Cite

show abstract

“…Unlike related research (Bryant, 2007;Buchko, 2004;King, 1993King, , 1995Sanchez & Carter, 2005;Stewart, 2009) none of the demographic characteristics (e.g., age, race/ethnic background, or gender) entered the regressions as significant. The demographic characteristics that entered at least one regression were: level currently working (entry level) for Community Building and highest degree completed (master's degree) for Reflective Practice.…”

Section: Spirituality Scalesmentioning

confidence: 82%

Spirituality as a Component of Holistic Student Development: Perspectives and Practices of Student Affairs Professionals

Kiessling

2010

Journal of College and Character

View full text Add to dashboard Cite

This article reports the findings and implications of an empirical study that explored the spiritual inclinations and practices of student affairs professionals. The survey for this research utilized pre-existing scales from the UCLA national student and faculty studies, scales developed by Seifert and Harmon (2009), and two newly developed scales, Graduate School Curricula and Mentoring Experiences. The results of this research do appear to confirm that even though the profession of student affairs espouses the value of holistic student development, practitioners do not consistently include spirituality as a component of their practice.

show abstract

“…Research about psychological factors such as self-efficacy, motivation, or racial identity development shared a common approach of studying Black women's cognitive processing of their experience (e.g., Cokley & Moore, 2007;Fleming, 1978;Neville et al, 2004;Neville & Lilly, 2000;Reynolds et al, 2010). Studies representing a sociological approach (24 of the 56 individually focused studies, 43%), contemplated the self in relation to larger social structures and campus environments (Patton & Simmons, 2008;Stewart, 2008Stewart, , 2009Willie, 2003;Winkle-Wagner, 2009a, 2009b.…”

Section: The Individual Black Female Self and Success In Collegementioning

confidence: 99%

“…The definition of identity differs from psychological approaches. Scholars using this approach have argued that Black women may experience multiple identities as a way to incorporate race, gender, and SES into the study of identity simultaneously (Patton & Simmons, 2008;Stewart, 2008Stewart, , 2009Strayhorn, 2013;Torres, Jones, & Renn, 2009;Willie, 2003;Winkle-Wagner, 2009a, 2009b. For example, there is evidence that many Black women are required to manage multiple roles (which are often the centerpiece of sociological identity studies), such as student, mother, employee, and spouse (Coker, 2003;Johnson-Bailey & Cervero, 1996).…”

Section: Sociological Studies Of Black Women's College Successmentioning

confidence: 99%

Having Their Lives Narrowed Down? The State of Black Women’s College Success

Winkle-Wagner

2015

Review of Educational Research

View full text Add to dashboard Cite

Contradictory trends emerge relative to Black women's college success: They have doubled their enrollment rates in thirty years but their graduation rates remain behind those of White and Asian women. This integrative, interdisciplinary review of both student-and institutional-level factors explores the role of individual characteristics and backgrounds, relationships, and institutional support structures relative to Black women's success in college. The findings reveal that African American women's lives may be narrowed down in research that includes them through (a) an emphasis on individual factors in college success instead of institutional (within college campuses) or larger sociostructural issues (race, class, or gender inequities in the larger society), (b) a lack of analysis of withingroup difference among Black women, and (c) framing the notion of success as persistence or completion of a student's degree program instead of self-identified or unique notions of success such as collective uplift, wellbeing, or satisfaction.

show abstract

Perceptions of Multiple Identities Among Black College Students

Cited by 65 publications

References 38 publications

Thriving in College

Thriving in College

Spirituality as a Component of Holistic Student Development: Perspectives and Practices of Student Affairs Professionals

Having Their Lives Narrowed Down? The State of Black Women’s College Success

Contact Info

Product

Resources

About